These slides will help you to understand the future perfect continuous or future perfect progressive tense more easily and effectively . Learn better with us
Present progressive or present continuous junaid Iqbal
Present progressive or present continuous These slides will help you to understand the present progressive or present continuous in a more effective way.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Past Simple Use
• Actions that started and finished in
the past
– I went to the beach last Sunday
– I bought a new car yesterday.
3. Past Simple Use
• Actions that happened one after the other
in the past (like in a story)
– He came in, took off his coat andsat
down.
– I went into the disco and I saw my
favourite girl, then I asked her to
dance,...
4. . It can be used to describe
events that happened over a
period of time in the past but not
now:
"I lived in Asia for two years."
It is also used to talk about habitual or
repeated actions that took place in the
past:
"When I was a child we always went to
the seaside on bank holidays."
6. Regular verbs form
•-ed for all persons
Play played
Work worked
Stay stayed
Listen listened
7. Spelling
• 1) Double the consonant if the consonant is stressed
stop – stopped
swap - swapped
• 2)Add only –d, when the verb ends with –e
love – loved
save –saved
• 3)Verbs ending in 'y' preceded by a consonant:
Change 'y' to 'i' Then add -ed.
hurry - he hurried (watch out! play –played)
8. Irregular verbs form
• The form CHANGES from infinitives,
usually with a vowel change.
• Can be grouped according to certain
change patterns, which helps to
memorize them.
11. Negative Sentences
DID NOT + VERB (base form)
Example: I did not work yesterday
or
I didn’t work yesterday
INCORRECT: I didn’t worked
12. More examples:
- I didn’t go on holiday last year
- I didn’t went on holiday last year
13. Negative Sentences
verb TO BE
WAS / WERE + NOT
Examples:
I was not at school yesterday afternoon
or
I wasn’t at school yesterday afternoon
They were not at home last weekend
or
They weren’t at home last weekend
14. Yes /No Questions
DID + subject + main verb + rest of sentence + ?
Example:
Did you work yesterday?
- Yes, I did.
- No, I didn’t.
15. Yes /No Questions
verb TO BE
WAS / WERE + subject + rest of sentence +?
Example:
Were you at home last weekend?
- Yes, I was.
- No, I wasn’t.
16. Did they
work?
They didn't work.They worked.
Did we work?We didn't work.We worked.
Did you
work?
You didn't work.You worked.
Did it work?It didn't work.It worked.
Did she
work?
She didn't work.She worked.
Did he work?He didn't work.He worked.
No, I
didn't.
No, he
didn't.
No, she
didn't.
No, it
didn't.
No, you
didn't.
No, we
didn't.
No,they
didn't.
Yes, I
did.
Yes, he
did.
Yes, she
did.
Yes, it
did.
Yes you
did.
Yes we
did.
Yes they
did.
Did I work?I didn't work.I worked.
Short
answer
Short
answer
Questions
Regular verbs
Negative
Past simple tense:
Affirmative
17. REMEMBER!!
• Positive sentences:
– I played footballyesterday
– I went home early on Saturday
• Negative sentences:
– I didn’t play footballyesterday
– I didn’t go home early onSaturday
• Yes/No questions:
– Did you playfootball yesterday?
– Did you gohome early in Saturday?
18. REMEMBER!!
Verb TO BE
• Positive sentences:
– I was in London last year
• Negative sentences:
-They weren’t at home last weekend
• Yes/No questions:
– Were you ill yesterday?
19. 3 explored the coast of Australia in 1770.
6 landed on the Moon in 1969.
Marco Polp overland to China in 1275.
1 Vasco da Gama found a sea route to India in 1498.
2 Ferdinand Magellan sailed around the world in 1521.
JamesCook
4 Roal Admunsen reached the South Pole in 1911.
5 Edmund Hillary climbed Mount Everest in 1953.
Neil Armstrong
20. Now correct these sentences.
Say the answers.
Vasco da Gama climbed Mount Everest.
He didn’t climb MountEverest.
He found a sea route to India.
1 Neil Armstrong found a sea route to India.
2 Ferdinand Magellan landed on the Moon.
3 James Cook reached the South Pole.
4 Marco Polo explored Austrealia.
5 Edmund Hillary travelled to China in 1275.
6 Roald Amundsen sailed around the world in 1521.
21. Answers
1 Neil Armstrong didn’t find a searoute to India,
helanded on the moon.
2 Ferdinand Magellandidn’t land on the Moon, he
sailed around the world.
3 JamesCook didn’t reach the South Pole, he
explored the coast of Australia.
4 Marco Polo didn’t explore Australia, hetravelled
overland to China.
5 EdmundHillary didn’t travel to China in 1275, he
climbed Mount Everest.
6 RoaldAmundsen didn’t sailaround the world in
1521, hereached the South Pole.
22. Lets practice
Last year I (spend) spent my holiday in Ireland.
It (be) _____ great.
I____ (travel) around by car with two friends and we
______(visit) lots of interesting places.
In the evenings we usually_____ (go) to a pub.
One night we even____ (learn) some Irish dances.
We (be)________ very lucky with the weather.
It _____(not / rain) a lot.
But we _______(see) some beautiful rainbows.
Where _____(spend / you) your last holiday?
23. We really_____(enjoy) the game last Sunday.
(Marco / win) ______the golf competition?
They_____(not play) very well yesterday. They___ (lose)
the match.
How many goals ______(your team / score) in the first
half?
Sandra_____(not want) to go.
______(they / go) to the swimming pool yesterday?
I_______(buy) a new baseball cap last week.
James______(stop) his car in front of the sports shops.
